About

Jessica Hunt began her career in education as a middle school mathematics teacher in a technology demonstration school in Florida. She developed a passion for teaching students at risk for mathematics difficulties or disabilities, emphasizing that mathematics instruction for these students should uncover strengths, provide access to their mathematical reasoning, and support the advancement of that reasoning. Her research innovates both research and instructional practice by designing and testing asset-based learning environments that foster agency and mathematics proficiency in STEM and STEM-related disciplines. She works closely with teachers to support their agency and lifelong learning in STEM fields. Hunt's work is funded by prestigious agencies such as the NSF, IES, and NC State, and includes projects focused on integrating cybersecurity into elementary mathematics and science curricula, developing frameworks for liberatory and conceptual mathematics learning with Black disabled students, and creating place-based data science camps for rural students. Her efforts aim to better design asset-based learning tools for number, rational number, and multiplicative reasoning, and to support equitable and inclusive STEM education for diverse student populations.

Research topics

• Computer Science
• Psychology
• Mathematics education
• Developmental psychology
• Pedagogy
• Artificial Intelligence
• Social Science
• Sociology
• Knowledge management
• Social psychology
• Cognitive psychology

Selected publications

• Increasing Student Engagement, Fraction Knowledge, and STEM Interest Through Game-Based Intervention

  Journal of Special Education Technology · 2025-01-20 · 9 citations

  article1st authorCorresponding

  In this study, we evaluate the impact of a game-based supplemental fraction curriculum on student engagement, fraction knowledge, and STEM interest in inclusive elementary mathematics classrooms. Utilizing a robust experimental design, the research explores how a game-based interventions can augment traditional fraction instruction and promote STEM interest among students, including those with disabilities. The curriculum, grounded in Scheme Theory and Learning Trajectories, significantly improved students’ fraction understanding and STEM interest. These findings highlight the potential of integrating game-based learning into mathematics education to address foundational STEM concepts and advocate for further research to explore scalability and broader applicability. The results of the study underscore the potential of innovative educational strategies to enhance learning outcomes and fostering interest in STEM careers among diverse student populations.

  PublisherDOI

• Effects of Game-Based Fraction Intervention on Fraction Knowledge and STEM Interest (Poster 12)

  2025-01-01

  article1st authorCorresponding
  PublisherDOI

• Examining Fraction Performance and Learning Trajectories in Students with Learning Disabilities: Effects of Whole-Class Intervention

  Education Sciences · 2025-09-17 · 2 citations

  articleOpen access1st authorCorresponding

  Digital game-based interventions have shown promise in improving STEM engagement and conceptual understanding among elementary students. This study focuses on how a game-enhanced, whole-class mathematics intervention influences the fraction performance and conceptual development of students with learning disabilities (LDs). Using a triangulated mixed methods design, we analyzed pre- and post-intervention data from students in intervention and comparison classrooms. Students participating in the game-based instruction demonstrated medium, positive gains in both performance and conceptual reasoning, in contrast to declines observed in the comparison group. The findings illustrate how equitable design principles can support mathematical growth among students with LDs, with implications for research and practice.

  PublisherOA PDFDOI

• Effects of Game-Based Fraction Intervention on Fraction Knowledge and STEM Interest (Poster 12)

  2025-01-01

  article1st authorCorresponding
  PublisherDOI

• Learning Trajectories and Learning Gains: Students with Learning Disabilities in Game Based Fraction Program

  Proceedings. · 2025-06-10

  articleOpen access1st authorCorresponding

  A triangulation mixed methods design was employed to investigate the impacts of a whole class mathematics intervention based in a serious fraction game.Three teachers and their students with LD took part in the intervention and administered and completed pre and post assessments of fraction performance.A comparison group of two teachers whose students with LD did not take part in the intervention also administered and completed the pre and post assessments.Normalized learning gains revealed positive, medium gains for students with LD who took part in the intervention.However, students with LD in the comparison group experiences negative gains.Students' learning trajectories, along with implications for practice, are discussed.

  PublisherOA PDFDOI

• Researching Special Education: Using and Expanding Upon Genetic Epistemology Constructs

  Research in mathematics education · 2024-01-01

  book-chapter1st authorCorresponding
  PublisherDOI

• Beliefs in Online Professional Learning in Early Mathematics Teaching and Their Effects on Course Engagement

  International Journal of Virtual and Personal Learning Environments · 2024-10-15

  articleOpen access1st authorCorresponding

  This study focused on the effects of an early math online professional learning course offered to preschool teachers. The course was designed to inform participants' knowledge of developmental progressions and promote daily mathematics instruction that encouraged students to view their world through a mathematical lens. A survey of preschool teachers' beliefs was administered to participants of the course to determine if participants' beliefs changed significantly and how their pre-course beliefs influenced their engagement in the course. Findings indicate that the course impacted preschool teachers regardless of their area of responsibility, education level, or experience level. The teachers' comfort with teaching math to young children and perspectives about age appropriateness of mathematics were both positively influenced by the course. The teachers with the most positive initial beliefs had a higher rate of course completion. Implications for the field of preschool teacher education and online professional learning environments are discussed.

  PublisherOA PDFDOI

• Navigating AI-Powered Personalized Learning in Special Education: A Guide for Preservice Teacher Faculty

  Journal of Special Education Preparation · 2024-09-02 · 12 citations

  articleOpen access

  Integrating Artificial Intelligence-Powered Personalized Learning (AI-PPL) in special education teacher preparation represents a shift toward tailoring educational experiences to meet the unique needs of preservice teachers and students with disabilities. This article explores the implementation of AI-PPL tools in teacher preparation programs, highlighting their potential to customize learning experiences, provide adaptive feedback, and enhance engagement through interactive content. This review of current AI-PPL functionalities, such as adaptive learning environments and customized feedback mechanisms, demonstrates how AI-PPL can impact teaching practices and student learning outcomes. The article introduces critical attributes for successful AI-PPL integration, such as ensuring accessibility and inclusivity. It calls for further professional development to enhance educator competency and skills. By presenting real-world examples and guiding questions for special education faculty, the authors offer practical insights for educators and faculty members to effectively navigate the complexities of adopting AI technologies in teacher preparation programs.

  PublisherOA PDFDOI

• Whole number and fraction reorganization of knowledge: A case of Dalton and Angela, two third grade children with intensive supports in mathematics

  The Journal of Mathematical Behavior · 2024-11-25

  article
  PublisherDOI

• Closing the Fluid Gap: Improving Isotonic Maintenance Intravenous Fluid Use in a Community Hospital Network

  Pediatric Quality and Safety · 2023-09-01

  articleOpen access

  Introduction: The American Academy of Pediatrics recommends using isotonic intravenous fluids (IVF) for maintenance needs to decrease the risk of hyponatremia. We conducted a quality improvement project to increase the use of isotonic maintenance IVF in pediatric patients admitted to three sites in a community hospital network to >85% within 12 months. Methods: We used improvement methodology to identify causes of continued hypotonic fluid use, which involved provider behavior and systems factors. We implemented interventions to address these factors including: (1) education; (2) clinical decision support; and (3) stocking automated medication dispensing systems with isotonic IVF. We compared isotonic IVF use before and after interventions in all admitted patients aged 28 days to 18 years who received maintenance IVFs at the rate of at least 10 mL/hour. We excluded admissions of patients with active chronic medical conditions like diabetic ketoacidosis. Balancing measures were the occurrence of adverse events from hypo- or hypernatremia. Data were analyzed using Laney P' statistical process control charts. Results: Isotonic IVF use among patients requiring maintenance fluids at all three sites surpassed the goal of >85% within 12 months. There were no reports of hypo- or hypernatremia or other adverse outcomes related to the use of isotonic IVF. Conclusion: A combination of interventions aimed at provider behavior and systems factors was critical to successfully adopting the American Academy of Pediatrics guideline regarding the use of maintenance isotonic IVF in hospitalized children.

  PublisherDOI

Recent grants

• Enhancing Engagement and Conceptual Understanding of Fractions for Students with Learning Disabilities using the Model Mathematics Education Curriculum

  NSF · $1.4M · 2020–2024

• CAREER: Fraction Activities and Assessments for Conceptual Teaching (FAACT) for Students with Learning Disabilities

  NSF · $443k · 2014–2017

• CAREER: Fraction Activities and Assessments for Conceptual Teaching (FAACT) for Students with Learning Disabilities

  NSF · $412k · 2016–2021

Frequent coauthors

• Jenny Ainslie

  28 shared

• Juanita Silva

  10 shared

• Beth L. MacDonald

  Illinois State University

  9 shared

• Ron Tzur

  University of Colorado Denver

  9 shared

• Gena Nelson

  University of Oregon

  7 shared

• Kristi Martin

  Sam Houston State University

  7 shared

• Alejandra Duarte

  6 shared

• Arla Westenskow

  Utah State University

  6 shared

Labs

• Jessica Hunt LabPI

Education

• Postdoctoral Fellowship, Special Education

  The University of Texas System

  2012

• Ph.D. - Special Education, Family and Community Sciences

  University of Central Florida

  2011

Awards & honors

• NSF’s Early CAREER Research Award